Bishop Amat High School - Tusitala Yearbook (La Puente, CA)

Page 153 text:

l , Reaching For The Top Choice '. John Teresa corrects his students' math as- gnments. Concerned teachers were always will- g to explain the reasons behind students' er- FS. We all have dreams of becoming the best at one time or another. It may be as the ultimate basketball player or the hottest teenage heartthrob this side of the Mississippi. Of course, there were those who tried to become the ideal stu- dent. Not only did students dream of being up with the top few, but teachers also worked to become an ideal teacher. Yet teachers could not judge their coun- terparts just as the students could not judge their peers. A teacher was the true judge of a student and a student could determine the value of a teacher. The respective groups possessed different ideas of the ideal teacher or student. Students expressed a desire for an in- structor who made learning fun. Junior Jennifer Cochran explained, When the teacher made the subject interesting, I was able to comprehend the material. The subject became vibrant and seemed very real. A teacher who aroused en- thusiasm had to worry less about stu- dent comprehension and had less disci- plinary problems. Students who were taught by the ideal teachers never had the urge to take a snooze to pass the time. A teacher who took extra time with students was admired. Senior David Sandoval replied, A good teacher is one who takes time to help and make sure all the students comprehend the subject. Students needed to feel that the instructor knew that the material was not always simple in the eyes of a student. I truly respect a teacher who can understand our problems. It makes it easier to sit in class for an hour when you're communicating with a person who can somehow relate to you, said junior Robert Bautista. People needed to see that teachers were human too. Teachers also set goals for students. They liked to work with those who completed the assignments and used critical thinking to solve problems. Mrs. Maria Gover commented, The ideal student not only completed the requirements, but also managed time well and respected students, and teach- ers alike. These selected students also participated in school activities, from sports to Christian Service. A student who had a good attitude proved to be on top. Mrs. Patricia Tereschuk confided, A good student was one who actually liked learning. Students should not be motivated sole- ly by their parents. No matter which side of the coin on which one fell, it was not easy to de- serve to be called ideal,'. It took the whole year and perhaps even more time to do it right. In the end, the fruits of the labor proved to be very sweet. Mary Conheady, S.S.L. ristian Service Coor- iator, Foreign Lan- age, Religion Sr. Mary Grace, 0.S.F. Sr. Mary Sulko, 0.S.F. Social Studies Counseling The big one-just too seri- .. the way a teacher ous to be joked about. teaches. Mr. Brian Mathews Religion, Head Coach Volleybali Nothing, lt you cannot find humor in the most se- rious things in lite your per- spective ot reality would seem unrealistic. Mr. David Medina Science, Mathematics, Student Government Moderator l believe that the subgect of abortion is too serious to be joked about. Vhat is too serious to be joked about? Mr. Brian Miller Science, Head Coach Basketball, Baseball .. handicaps, ethnicity from those who know noth' ing about it. Businessfldeal Teacher and Student 147

Page 152 text:

Freshmen Kari Gordon and Kelly Andres take time to catch up on their reading. Dedication showed a student's enthusiasm for learning. Academic excellence is one of the characteristics of the ideal student. Senior Ray Genato studied dilligent- ly to compete for a place on Aca- demic Decathalon team. 146 Academics A-v Business ls Anything The Business Department was one of the few areas in which vocational training was offered. Included within this department were Typing I, Typing II, Accounting, and Business Law. Specifically, Typing I focused on develop- ing the basic skills necessary to type efficiently. Typing II took the skills learned in Typing I and applied them to business. In Accounting, students learned both pro- fessional and personal appli- cations of working with numbers and keeping finan- cial books. The remaining course offered within the business department was Business Law. This class dealt with the law in every- day life: contracts, insurance, rights, and obligations. As explained by Miss Ivy Gra- shian, the department chair- person, The business de- partment is not only for those interested in going into the business world. I strong- ly feel that business courses are the foundation for many other areas. Many of the students who took these courses felt the same way. Numerous people took classes offered by the Business Department, even though they had no desire to enter the business field. As reflected by senior Rica Reynado, I plan on using typing for term papers, and since the computer keyboard is similar to that of the type- writer, this course will en- able me to work quickly and efficiently with computers. Some students planned to use the information from these courses in everyday life. Senior Nina Romero stated, Business law lets me know a little more about signing my life away without reading the small print. But Usual Although many students took business classes with nm intention of going into the business field, others planned to utilize the skills taught in these classes in their professional lives. Sen- ior Shawna Sands explained, I plan on majoring in ac- counting and becoming a cer- tified public accountant. Taking accounting now is just the first step in my ca- reef. No matter what the rea- sons for taking a business course, the results were evi- dent. The courses within the Business Department pre- pared students to meet th demands that they would in- evitably face in the near fu- ture. Whether these de- mands were destined to b personal or professional, th students were given a stron foundation on which to im- prove their skills.

Page 154 text:

Senior Dino Rivadeneira raises a fist of triumph as he correctly answers questions in the Super Quiz. Win- ning made all the hard work and preparation worthwhile. The Academic Decathlon team: senior Nicole Wurster, junior Gregg Kasten, seniors Anna Sanchez, Cyn- thia Ramirez, Danielle Milnes, Kevin Sherwood, Joseph O'Guin, Eric Johnson, and Dino Rivadeneira. 148 Academics Miracle Cure Found The typical high school student always questioned the meaning of life. Chris- tianity provided the answer. The goals of the Religion De- partment were to help the students develop an under- standing of what it meant to be a Christian and a Catholic and how to apply these prin- ciples to everyday life in so- ciety. These goals were what religion teachers wanted to achieve and were sought out and reached under the guid- ance of Sister Colette, the de- partment chairperson. Sister explained what the four year curriculum was de- signed to incorporate. She stated, In accord with the National Catechetical Direc- tory, Sharing the Light of Faith, the religion courses were designed to incorporate the four principle elements of Catechetical instruction: doctrine, community, ser- vice, and worship. The em- phasis throughout the pro- gram was on a Catholic un- derstanding of Christianity, as well as an appreciation of the Catholic Church and its tradition. Integrated into the reli- gion curriculum were the ex- posures to various religious practices and experiences. These included liturgies, penance services, confes- sions, twilight retreats, ro- saries, stations of the cross, daily prayer, special religious events, campus ministry, Christian service opportuni- ties, mission and vocation days, and collection for the poor and needy. All students were able to participate in these activities. Students were encouraged to grow in the discovery of themselves. In light of Jesus and the Gos- pel, they were challenged to become responsible Chris- tians, mature in their moral lives and in service to others. The overall program was continually evaluated to al- low for more student partici- pation and lifelong develop- ment. By the time a student finished a four-year course of religious instruction, he or she should have developed a solid and thoughtful founda- tion on which to build a Christian life.